Find a Chemical Engineering tutor for your module

Chemical Engineering tuition should fit the process problem you are trying to understand. Material balances, energy balances and reactor design involve different modelling decisions. Manchester’s Chemical Engineering Design teaching notes illustrate these connected areas; your own module outline sets the scope for lessons.

Course stage also matters. For example, Manchester’s published 2027-entry BEng outline includes first-year engineering mathematics, chemistry, flow and thermodynamics, followed by transfer and reactor design topics and later design projects. That is one programme’s indicative structure, not a syllabus for every UK student. Send your current module details when enquiring.

Take this constructed teaching example. Two liquid streams containing the same dissolved solute enter a mixer: stream A flows at 100 kg/h and contains 20% solute by mass; stream B flows at 50 kg/h and contains 50% solute by mass. Assume steady state, no reaction, no losses, a single liquid phase and one well-mixed outlet. Find the outlet solute percentage by mass.

First draw a boundary around the mixer and label both incoming streams. Steady state means there is no accumulation inside this boundary. With no reaction or loss, the total mass leaving per hour equals the total entering: 100 + 50 = 150 kg/h.

Now balance the solute separately. A mass fraction of 0.20 means 0.20 kg of solute per kilogram of mixture. Stream A therefore supplies 100 × 0.20 = 20 kg/h of solute; stream B supplies 50 × 0.50 = 25 kg/h. The outlet carries 45 kg/h of solute, so its mass fraction is 45 ÷ 150 = 0.30, or 30% by mass. The kg/h units cancel in the fraction.

Simply averaging 20% and 50% would give 35%. That treats the unequal feed flows as equal. The correct 30% lies between the two feed concentrations and is closer to 20%, because more mass enters through stream A. This calculation uses mass flows, so it needs no assumption that liquid volumes add.

To test the reasoning, double only stream A to 200 kg/h. Predict the direction of change before calculating: the outlet becomes more dilute. Its solute flow is now 40 + 25 = 65 kg/h and total flow is 250 kg/h, giving 26% by mass. A useful sign of progress is explaining which balance changes and why, without copying the previous solution.

Latimer tuition is online-first and one-to-one. Microsoft Teams is the default lesson platform; another platform can be agreed with the tutor. Before the first lesson, check that handwritten equations and process diagrams remain legible when shared. Keep the question, your attempt and the module’s notation together so you can refer to the same line of working.

If your module uses specialist software, name the package and version in your enquiry and agree what support is possible. Use dummy data where needed, keep passwords and private account details out of shared files, and check university device or licence restrictions before installing anything. In-person tuition requires an individual arrangement with the tutor.